ACTIVE METHODOLOGIES OF PROBLEMATIZATION IN BASIC EDUCATION: A STATE OF KNOWLEDGE IN THE CONTEXT OF THE FINAL YEARS OF ELEMENTARY SCHOOL

DOI:

https://doi.org/10.17564/2316-3828.2023v12n1p441-462

Authors

  • Thiago Jovane Nascimento Instituto Federal Catarinense
  • Sônia Regina de Souza Fernandes Instituto Federal Catarinense

Published

2023-12-02

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Issue

Vol. 12 No. 1 (2023): Fluxo Contínuo

Section

Artigos

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Abstract

ABSTRACT: This article is the result of a state of knowledge research on active methodologies, within the scope of the final years of elementary school. We start from the concept of the state of knowledge postulated by Romanowski and Ens (2006), and from the methodological path characterized by Morosini; Kohls-Santos and Bittencourt (2021). This study had as analytical corpus 42 researches: 34 dissertations and 8 theses. The exploration of the corpus was based on 13 dimensions, and the analysis was carried out in the light of Bardin (2016). The most recurrent methodologies are problematization, found in 23 studies, whose analyzes and descriptions are presented in this article. It was evident that most of the research comes from the teaching practice of the researcher, who is a teacher of basic education. The results of this investigation aim to integrate the debates about active methodologies, based on a balance of academic production, constituting a starting point for future studies.

How to Cite

Jovane Nascimento, T., & Regina de Souza Fernandes, S. (2023). ACTIVE METHODOLOGIES OF PROBLEMATIZATION IN BASIC EDUCATION: A STATE OF KNOWLEDGE IN THE CONTEXT OF THE FINAL YEARS OF ELEMENTARY SCHOOL. Interfaces Científicas - Educação, 12(1), 441–462. https://doi.org/10.17564/2316-3828.2023v12n1p441-462